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Combining experimental data sets from seven individual studies, including 255 asset markets with 2,031 participants, and 36,326 short-term price forecasts, we analyze the role of heterogeneity of beliefs in the organization of trading behavior by reproducing and reconsidering earlier experimental findings. Our results confirm prior evidence that price expectations affect trading behavior. However, heterogeneity in beliefs does not seem to drive overpricing and asset market bubbles, as suggested by earlier studies, and we find no indication of short-term beliefs being better determinants of trading behavior than longer-term beliefs. [ABSTRACT FROM AUTHOR]

A central idea in the behavioral theory of the firm is that when an organization's performance falls below aspirations, a search for solutions is triggered. While this aspiration-based model has dominated the empirical literature, it is only one of two Carnegie School accounts of how firms use performance feedback to regulate behavior. We call the second account the belief-based model. This model focuses on the characteristics of the choice alternatives faced by firms and the challenges inherent in evaluating them. Using a computational approach, we demonstrate that the predictions of the belief-based model may explain instances where search increases, rather than decreases, as performance improves. This behavioral pattern, both above and below the aspiration, is prevalent in empirical research but not well accounted for using the aspiration-based model alone. We then develop the integrated discovery and evaluation of alternatives (IDEA) model of problemistic search, which integrates the two models and identifies the organizational and environmental factors that induce one or the other constituent submodels. We highlight the implications for empirical research on performance feedback and extensions to account for additional theoretical constructs, such as affect and politics. [ABSTRACT FROM AUTHOR]

This article discusses family language policy and the tensions between mothers' and children's language beliefs in two Vietnamese immigrant families in Melbourne. These tensions have frequently been discussed from the parental perspective, but it is less common to include the children's voice. We draw on a larger in-depth qualitative study of family language policy in Vietnamese families living in Australia to explore the language beliefs of both children and adults. Employing Fitzsimmons-Doolan's [2018. "Language Ideology Change Over Time: Lessons for Language Policy in the U.S. State of Arizona and Beyond." TESOL Quarterly 52 (1): 34–61. doi:10.1002/tesq.371] notions of pro-multilingual and pro-monolingual ideologies and Bourdieu's [1986. "The Forms of Capital." In Handbook of Theory and Research for the Sociology of Education, edited by J. G. Richardson, 241–258. Greenwood Press] concept of capital, we explore family language policy from the perspectives of both children and their mothers, and show how these perspectives are associated with each other. Findings reveal the pro-monolingual stance of the children in opposition to the pro-multilingual stance of their mothers where the children and their mothers appeared to attach different degrees of value to English and Vietnamese. The findings reinforce the complexities in realising family language policy across languages. [ABSTRACT FROM AUTHOR]

Multilingualism is increasingly seen as a resource among researchers, educators and in society. Whereas positive beliefs about the benefits of multilingualism may foster increased motivation for language learning, little is known about students' beliefs about potential multilingual benefits. This study examined the beliefs of Norwegian secondary school students concerning the benefits of multilingualism and the role of some individual differences in these beliefs. The data consisted of questionnaires completed by 593 secondary school students. The initial descriptive statistical analysis showed that students held diverging beliefs regarding the benefits of multilingualism being more positive about benefits related to the language learning process and less positive about general cognitive advantages. Further statistical analyses with independent T-tests revealed interesting relationships between students' overall beliefs about multilingualism and the following variables: Students' who reported having friends with other home languages than Norwegian, students who had lived abroad and students with migration backgrounds held significantly more positive beliefs about multilingualism than students' without such experiences. No significant relationships were found between students' beliefs about multilingualism and the number of languages learned in school or students' multilingual identity. Pedagogical implications for students' language learning in school contexts are discussed. [ABSTRACT FROM AUTHOR]

To educate multilingual global citizens and follow the multilingual turn in language education, universities are faced with the challenge of developing their language pedagogies. This article reports on a study conducted in the context of university language studies that take a multilingual perspective to learning languages for academic and professional purposes. Although multilingual pedagogies have been widely developed in what could be traditionally considered as bilingual education, practical implementations are rarer when considering students that generally have one home language but study multiple foreign languages. To assess the effects of multilingual teaching in this kind of context, the present longitudinal, discursive study examines changes in university students' beliefs about language learning during their studies. The findings show a shift towards perceiving language more as a means of communication rather than a school subject during the research period, although this shift was clearest for English. In addition, there were small signs of multilingual perspectives towards language learning. The study indicates that there are advantages to multilingual pedagogies in higher education. The article discusses challenges in university language pedagogies and gives suggestions for further development of multilingual teaching. [ABSTRACT FROM AUTHOR]

The purpose of this sociolinguistic study is to examine language beliefs, emotions, and practices of twenty bi/multilingual fourth-grade children of immigrants in monolingual U.S. schools in relation to societal language ideologies. This qualitative multiple case study included individual semi-structured interviews with bi/multilingual children focusing on their language beliefs, emotions, practices, and agencies. We utilised qualitative thematic analysis to examine links to societal language ideologies and issues of power. Children generally identified positively with their heritage language(s) and considered bilingualism beneficial, but they also displayed negative emotions towards their heritage language(s), English, and bi/multilingualism depending on the context and the audience. Additionally, children's evolving language proficiencies and practices at home and school favoured English. We connect the children's emotions, beliefs, and practices to hegemonic language ideologies in U.S. society and schools and propose a solution towards change. [ABSTRACT FROM AUTHOR]

In this study, a sample (N = 55) of preservice elementary teachers were asked what it takes to be good at math and whether or not they seem themselves as 'do-ers' of math. An examination of their responses to both a Likert Scale and corresponding open-ended questions revealed five key themes: having a good attitude, being a good student, practicing, possessing particular numeric skills, and natural ability. Yet, despite their personal willingness to work hard and have a good attitude, many indicated that they do not see themselves as good at math – e.g. only 38% agreed with the statement 'I am good at math'. Thus, there is a contradiction in beliefs: These preservice elementary teachers believe that to be good at math, one must practice math. They see themselves as willing to practice math. Yet, they do not see themselves as 'do-ers of math'. Their responses express a troubling disconnect, as they see themselves trying to be good at math, but not necessarily succeeding. Analysis of these intriguing findings prove instructive for enhancing the preparation of future elementary school teachers. [ABSTRACT FROM AUTHOR]

Although abortion policy is often discussed as a black-and-white conflict characterized by polarization and a lack of compromise, this study explores the validity of such a presupposition by asking how advocates articulate their belief systems about abortion policy and in what ways—if at all—are those beliefs shared within and across coalitions and create fissures within and between coalitions? Applying the Advocacy Coalition Framework, we interviewed advocates, representing both pro-abortion-access and anti-abortion-access perspectives, about their beliefs, coalition allies, and opponents in Colorado. The result reveals nuanced belief systems that address competing conceptions of morality, gender, and life with a tendency toward deep core beliefs. This paper contributes to the ACF literature by highlighting a policy issue not often raised by ACF scholars, bridging morality policy and abortion policy literature with more mainstream policy process research, and surpassing simple "pro-life vs. pro-choice" dichotomies to reveal complex belief systems about abortion. [ABSTRACT FROM AUTHOR]

This paper aims to understand coalition building between national and international actors in the context of an emerging subsystem. In applying the Advocacy Coalition Framework to the case of Uruguay, where a new field of social policy – the National Care System – was introduced in 2015 after a process involving different national actors from academia, civil society, politics, and administration, but also United Nations agencies, the paper explores the role of these international organizations in coalition building, and examines how a dominant coalition of national and international actors shaped the development of the new system. Using interview data and documents, the findings suggest that the involvement of international organizations in the coalition was based on shared beliefs and personal and institutional relationships. While powerful opposing coalitions were absent due to the nascent nature of the subsystem, the dominant coalition was able to influence the policy's introduction based on their beliefs regarding gender equality and rights. [ABSTRACT FROM AUTHOR]

This paper defends the avowal view of self-deception, according to which the self-deceived agent has been led by the evidence to believe that $\neg p$ ¬ p and yet is sincere in asserting that $p$ p. I argue that the agent qualifies as sincere in asserting the contrary of what they in the most basic sense believe in virtue of asserting what they are committed to believing. It is only by recognizing such commitments and distinguishing them from the more basic beliefs whose rational regulation is automatic that the tension between the self-deceived agent's actions and assertions can be explained in a core subset of cases of self-deception. [ABSTRACT FROM AUTHOR]

When one communicates that they are in pain, it is often assumed that the speaker is providing an assertion or report. Call this the cognitivist stance of pain utterances. Nevertheless, many sentential pain utterances seem to have both assertive and imperatival communicative content in virtue of expressing both the speaker's pain belief and the pain experience, respectively. I call this view hybrid expressivism about pain. In this paper, I take the imperativist idea of pain seriously and show that, via an expression relation, pain utterances inherit the imperative and motivational force of the pain. A hybrid expressivist stance better explains why pain utterances often have the perlocutionary effect of eliciting care from others, and it can provide a new understanding of what it means to silence one's pain. [ABSTRACT FROM AUTHOR]

In the present study (Schwarzl, Lena. 2020. "Ein mehrperspektivischer Blick in das Translanguaging-Klassenzimmer – selbstbezogene Überzeugungen und Klassenklima im Fokus" [A Multi-Perspective Look into the Translanguaging Classroom - Focusing on Self-Centered Beliefs and Classroom Climate]. Doctoral diss., University of Vienna. ), translanguaging was implemented in a primary (4th grade) and in a lower secondary school class (5th grade) in Vienna and evaluated using a mixed-methods design. Data was collected in two questionnaire surveys with the pupils, consisting mainly of variables measuring self-related beliefs on pupils' home languages. Lessons were regularly observed using an ethnographic approach (altogether 130 h). Insights into two teachers' perspectives were gained by using semi-structured interviews. The questionnaire was analyzed with SPSS (mostly descriptive analyses), the ethnographic fieldnotes were coded into categories and transformed into a detailed description, and text analysis was used for the interviews. The results highlight that the superdiverse linguistic repertoires of pupils strongly challenged the implementation of translanguaging pedagogy because pupils who knew languages shared by many of their peers most benefitted socio-emotionally from the implementation of translanguaging. Pupils who did not know those languages, however, barely got the chance to use their home languages in class and some of them reacted with strong frustration. In sum, these results show how translanguaging pedagogy can serve as a resource and as a barrier, depending on whether linguistic competences are shared in class and valued by teachers. [ABSTRACT FROM AUTHOR]

An increasing amount of attention has been paid in recent years to issues related to decision-making support for students with significant disabilities approaching the age of legal adulthood. Research indicates that special education teachers support practices that minmize the use of undue and overbroad guardianship for their students. However, many are working within environments in which this belief may not be well supported. The purpose of this article is to provide special education teachers with context and strategies for systemic advocacy efforts that support the dignity and autonomy of their students with complex support needs. [ABSTRACT FROM AUTHOR]

Beliefs in supernatural evils are prevalent among many religions. Prior research has shown that beliefs in supernatural evils were tied to various social and health outcomes. However, much less is known about the political implications of beliefs in supernatural evils. To fill this research void, a national survey of 1,092 adults with oversamples of respondents of Asian or Hispanic heritage was conducted in March 2023. The findings suggest that a stronger belief in demons or evil spirits was associated with more negative views toward President Joe Biden. This demonic effect was robust even after controlling for a variety of religious and sociodemographic variables. Besides being robust, the demonic effect was the strongest among all religiosity measures. In contrast, a main relationship between a stronger belief in demons and greater support for Donald Trump was found. However, this demonic effect was explained by Christian nationalism. Finally, these demonic effects vary based on one's political party identity. [ABSTRACT FROM AUTHOR]

The article focuses on a deep conversation between two friends, Slavko and Zenyk, in a dimly lit café in Lviv, where Slavko reveals the profound changes and inner turmoil he has experienced due to his wartime experiences. Topics include the impact of war on Slavko's psyche, the strained friendship between Slavko and Zenyk, and Slavko's reflections on the disconnection from his past life and former beliefs.

Accounts of aesthetic valuing emphasize two constraints on the formation of aesthetic belief. We must form our own aesthetic beliefs by engaging with aesthetic value first‐hand (the acquaintance principle) and by using our own capacities (the autonomy principle). But why? C. Thi Nguyen's proposal is that aesthetic valuing has an inverted structure. We often care about inquiry and engagement for the sake of having true beliefs, but in aesthetic engagement this is flipped: we care about arriving at good aesthetic beliefs for the sake of the values that arise in the process of doing so. The engagement is the point, so we must use our own capacities in first‐hand encounters. Here I challenge Nguyen's account. I argue that it misconstrues the value of aesthetic belief; it conflicts with restrictions on aesthetic testimony; and it has trouble harnessing engagement‐value for a theory of aesthetic value. A better approach emphasizes the social character of aesthetic valuing. On this view, aesthetic valuing is a social practice structured around the collaborative exercise and improvement of certain special capacities. The autonomy and acquaintance principles tell us to engage these capacities in forming our aesthetic beliefs. Understood aright, and contrary to consensus, these rules are identical. [ABSTRACT FROM AUTHOR]

I argue for an account of grasping, or understanding that, on which we grasp via a higher‐order mental act of Husserlian fulfillment. Fulfillment is the act of matching up the objects of our phenomenally presentational experiences with those of our phenomenally representational thought. Grasping‐by‐fulfilling is importantly different from standard epistemic aims, in part because it is phenomenal rather than inferential. (I endorse Bourget's (2017) arguments to that effect.) I show that grasping‐by‐fulfilling cannot be a species of propositional knowledge or belief, and that it is not essentially connected to justification. I motivate a revisionary epistemology on which achieving propositional knowledge and coming to grasp are dual epistemic aims. My account makes sense of a common occurrence—that we are often unmoved to act on our beliefs until we come to phenomenally experience them in some way. It also explains puzzling features of human inquiry. [ABSTRACT FROM AUTHOR]

This paper argues that Aristotelian practical wisdom (phronēsis) is a state of conviction (pistis) in the goodness of our goals based on proper grounds. This state of conviction can only be achieved if rational arguments and principles agree with how things appear to us. Since, for Aristotle, passions influence appearances, they can support or undermine our conviction in the goodness of ends. For this reason, we cannot be practically wise without virtuous dispositions to experience appropriate passions. Along the way, I argue that this reading allows us to explain the shortcomings of self‐controlled and akratic agents. [ABSTRACT FROM AUTHOR]

How should we respond to moral theories that put excessive demands on individual agents? Intramoral strategies concern the content of morality and set limits on how exacting moral demands may be. Extramoral strategies concern the normative status of morality and set limits on how significant moral demands may be. While both strategies are often discussed separately, I focus on a specific aspect of how they relate to each other: Do intramoral approaches assume that extramoral approaches fail, and if so, does that render them implausible? This challenge becomes apparent when the two strategies are considered together, and my goal is to show how it can be dealt with. In particular, I argue that intramoral strategies do not depend on the failure of extramoral strategies: Even if morality has limited practical significance (which I also doubt), moral theories can be criticised for being too demanding in terms of content. [ABSTRACT FROM AUTHOR]

In this article, I offer a detailed examination of Margaret Macdonald's response to the Cartesian sceptical argument from dreaming. I show that Macdonald's views were not well understood by her contemporaries, and I suggest that this misunderstanding has led to her omission from subsequent discussions of this subject. I end with a brief demonstration of the fact that Macdonald's central claims have re-emerged in contemporary epistemology. [ABSTRACT FROM AUTHOR]

While growing empirical evidence suggests a continuity between human and non-human psychology, many philosophers still think that only humans can act and form beliefs rationally. In this paper, we challenge this claim. We first clarify the notion of rationality. We then focus on the rationality of beliefs and argue that, in the relevant sense , humans are not the only rational animals. We do so by first distinguishing between unreflective and reflective responsiveness to epistemic reasons in belief formation and revision. We argue that unreflective responsiveness is clearly within the reach of many animals. We then defend that a key demonstration of reflective responsiveness would be the ability to respond to undermining defeaters. We end by presenting some empirical evidence that suggests that some animal species are capable of processing these defeaters, which would entail that even by the strictest standards, humans are not the only rational animals. [ABSTRACT FROM AUTHOR]

Giovanni Merlo has argued that a currently popular way to interpret Kit Fine's fragmentalism about tensed facts (which he calls 'unstructured fragmentalism') is threatened by the problem of 'tensed belief explosion'. I argue that such an explosion of belief poses no problem to unstructured fragmentalists. [ABSTRACT FROM AUTHOR]

Preservation of life and property against the risk of expressing opinions is an intellectual duty that the Imami jurists call it the taqiyyah rule. On the other hand, according to the famous scholar, Kohlberg, it was the Shia Imams (S.A) who used taqiyyah for the first time to justify their isolation and non-jihad, and therefore, due to the use of taqiyya, the jurisprudential texts of Imamiya are also not reliable. In this article, for the first time, with a descriptive-analytical method, we have examined Kohlberg's theory from the point of view of Imami jurists, and we briefly remind that by inferring from the jurisprudential works, including Imam Khomeini's ones, any person can use the intellectual rule of taqiyyah in order to avoid from harm or danger, but an Imam (S.A) or a jurist cannot use it to express the Imamiyya beliefs and laws, even in times of danger. [ABSTRACT FROM AUTHOR]

How is Nietzsche's genealogy of morality relevant to his revaluation of values? I consider and reject three accounts: contingency accounts, pedigree accounts, and unmasking accounts. I then propose an alternative account. On this view, Nietzsche provides a 'deconstructive genealogy' that indicates whether and where we should expect to find unity in our current moral practices. Moreover, Nietzsche's history contributes to a critique of contemporary morality because it reveals that morality is unlikely to have the kind of unity required by many of its defenders. After explaining and defending this account of genealogical critique in GM , I show how it can be generalized to domains besides morality. [ABSTRACT FROM AUTHOR]

How are justified belief and rational belief related? Some philosophers think that justified belief and rational belief come to the same thing. Others take it that justification is a matter of how well a particular belief is supported by the evidence, while rational belief is a matter of how well a belief coheres with a person's other beliefs. In this paper, I defend the view that justification is a dimension of rationality, a view that can make sense of both of these conflicting accounts. When it modifies belief, 'rational' is a multidimensional adjective, as there are multiple dimensions along which a belief can be rational. I will argue that one of these dimensions is justification, an account that can not only explain why philosophers give diverging theories of the relationship between justified belief and rational belief, but can also reveal why rational belief and justified belief are closely related despite being distinct. [ABSTRACT FROM AUTHOR]

Work placement has been regarded as one of the most effective ways of developing vocational teachers' occupational expertise. Guided by expectancy-value theory, we aim to explore how vocational teachers' motivation towards professional learning shapes to their engagement when on work placement. Two research questions were addressed: 1) What is the relationship between vocational teachers' motivational beliefs and engagement in work placement? 2) Does teaching experience have a moderating effect on this relationship? The data was collected from an online survey and analysed with a quantitative way. The participants were 426 Chinese secondary vocational teachers. Exploratory factor analysis identified four motivational beliefs: task value, self-efficacy, task effort, and emotional cost. Regression analysis revealed that vocational teachers' task value, self-efficacy, and task effort were positively related to their engagement. Teachers' emotional cost was negatively linked to their behavioural, cognitive, and emotional engagement, but positively linked to agentic engagement. Moreover, a negative moderation of teaching experience was seen. These findings facilitate the understanding of vocational teachers' professional learning in work site and provide suggestions on how to reinforce their engagement. The future research could examine the relationship between vocational teachers' motivational beliefs and engagement from a longitudinal perspective or within other learning contexts. [ABSTRACT FROM AUTHOR]

This article argues that Pynchon's portrayal of technology and the Internet in Bleeding Edge (2013) should be read as an example of the monstrous since it embodies its two key features: the ability to terrorize and transform. The paper shows that the Internet in Bleeding Edge is not only monstrous, as it can devour the life essence of its users, but also transformative, as it shocks them to such an extent that they can reassess their beliefs and can thus address new looming realities in productive ways. The paper shows this finding to be at odds with most research on the role of technology in Pynchon's work and identifies a key benefit of Pynchon's complex portrayal of the Internet in Bleeding Edge, which can enable better handling of the increasing presence of technology in the 21st century and making its presence and the accompanying transformations less terrifying. [ABSTRACT FROM AUTHOR]

Ideology is associated with a person's belief system. The original impetus for the research study came from the need to explore the ideological manipulation and representation in Islamic Studies textbooks for the O level. To this end, this study focused on how ideologies are manipulated in the text and how the texts have been manipulated through ideologies. The study is exploratory and conducted through a qualitative research paradigm. Fairclough's three-dimensional model is used to analyse the texts. Data were collected in the form of two textbooks of Islamic Studies titled 'Islam: Beliefs and Practices' by Yasmin Malik and 'Islamiyat' by David Thomas and Mustafa Draper. The findings revealed that the foreign authors used more linguistic devices of experimental values of vocabulary. On the other hand, the local author used more ideologically contested words and the experimental value of grammar analysis. It is recommended that the students should be provided with research-based content free from any kind of bias. [ABSTRACT FROM AUTHOR]

Most legal evidence scholars agree that proof of guilt beyond a reasonable doubt requires the belief that the defendant probably committed the alleged acts. However, they also agree that this is not a sufficient condition, as this belief may be unreasonable. I focus on two popular proposals for additional conditions: (i) that the degree of belief should be robust and (ii) that it should be reasonable given the available evidence (should be an evidential probability). Both criteria face difficulties regarding their meaning and utility. I propose an interpretation which overcomes these difficulties and which combines the two conditions into a single criterion on which both conditions are about the possibility of overlooked, exculpatory information. Proof of guilt beyond a reasonable doubt requires that we are sufficiently certain that we did not miss such information for the sake of achieving accurate beliefs and a just error distribution. How certain we can be that we did not miss anything relevant depends on our higher-order evidence. One important type of higher-order evidence is whether the hypotheses under consideration are sufficiently detailed. This point leads to a novel way of combining the Bayesian and explanation-based accounts of rational legal proof. [ABSTRACT FROM AUTHOR]

Business travel often introduces stressors due to heavy workloads and the disruption of personal routines. As a stress‐coping strategy, different types of leisure can be integrated into business travel to promote travelers' overall travel satisfaction. However, the traditional belief that more physically active leisure is always better may not hold true for business travelers; their constrained schedules and potential conflicts with employers may limit the feasibility of such activities. Using an exploratory sequential design, this study first employed semi‐structured interviews to identify four preferred leisure types among business travelers. Subsequently, an online survey showed the effectiveness of cultural/natural attractions and social leisure activities in reducing travel stress while boosting satisfaction, aligning with business travelers' primary motives. This finding supports the arousal theory, emphasizing varying desires for arousal based on the specific circumstances of travelers. This study can also contribute to the enhancement of business travelers' travel competency. [ABSTRACT FROM AUTHOR]

Objective: The objective of this research was to investigate the impact of intelligence and motivational beliefs on academic engagement mediated by academic self-concept. Methods and Materials: The population of this study consisted of 2,500 female high school students in Hamadan. Based on Cochran's formula and the estimated population variance, the sample size was estimated at 300 participants. The sampling method used was multi-stage cluster sampling. The current research method was applied in terms of objective, and descriptive-correlational and survey in terms of nature and data collection methods. Data were collected through both library studies to examine literature and research background and field studies to achieve the research objective. For measuring intelligence beliefs, the questionnaire by Abdel-Fattah and Yates (2006) was used; for motivational beliefs, the questionnaire by Pintrich and De Groot (1999); for academic selfconcept, the questionnaire by Yessen Chen (2004); and for academic engagement, the questionnaire by Martin and Jackson (2005) was utilized. The data from the questionnaires were analyzed using SPSS 25 and LISREL 8.8 software. Findings: The findings indicated that intelligence beliefs had a significant positive impact on academic engagement; motivational beliefs also had a significant positive impact on academic engagement; academic self-concept, in turn, positively affected academic engagement. Conclusion: Ultimately, the results demonstrated that academic self-concept mediated the impact of intelligence beliefs on academic engagement as well as the impact of motivational beliefs on academic engagement. [ABSTRACT FROM AUTHOR]

Objective: The purpose of this study was to predict the desire for remarriage based on self-differentiation and ego strength mediated by irrational beliefs in divorced youth. Methods and Materials: The research method was applied in terms of purpose, descriptive in nature, and correlational in type. The population included all divorced youth in District 6 of Tehran during the years 2022-2023. In this study, 400 individuals were selected through convenience sampling using the Kramers method (2006). For data collection, the Desire for Marriage Questionnaire: Pouretemad et al. (2004), the Differentiation of Self Inventory by Skowron and Friedlander (1998), the Ego Strength Scale (ESS), and the Irrational Beliefs Questionnaire by Jones (1986) were used. Data analysis utilized descriptive statistics (mean, standard deviation) and inferential statistics (Pearson correlation and regression analysis). Findings: The results indicated that based on self-differentiation, one can predict the desire for remarriage in divorced youth (p < .01). Similarly, based on ego strength, one can predict the desire for remarriage in divorced youth (p < .01). Additionally, based on irrational beliefs, one can predict the desire for remarriage in divorced youth (p < .01). Conclusion: Therefore, it can be stated that excessive immutability and helplessness in the face of life's challenges among divorced youth can turn into a set of irrational beliefs, consequently reducing their inclination towards remarriage. Such that irrational beliefs about helplessness against change lead to a fear of marriage, preventing the individual from accepting the responsibility of such a commitment, thus impacting the desire for marriage in the long run. [ABSTRACT FROM AUTHOR]

We study the speed with which investors learn about managers' skills by examining how quickly investor and managers' beliefs converge. After showing our measure proxies for the change in the dispersion of beliefs, we find that hedge fund investors learn as fast as suggested by Bayes' rule. However, we find mutual fund investors learn more slowly than suggested by Bayes' rule. Mutual fund investors' slow learning is not due to the use of different performance measures, institutional frictions, or lack of sophistication, but could be due to a low payoff from learning. Our results indicate learning speed depends on financial participants' incentives. Authors have furnished an Internet Appendix , which is available on the Oxford University Press Web site next to the link to the final published paper online. [ABSTRACT FROM AUTHOR]

We find evidence of selective exposure to confirmatory information among 400,000 users on the investor social network StockTwits. Self-described bulls are five times more likely to follow a user with a bullish view of the same stock than are self-described bears. Consequently, bulls see 62 more bullish messages and 24 fewer bearish messages than bears do over the same 50-day period. These "echo chambers" exist even among professional investors and are strongest for investors who trade on their beliefs. Finally, beliefs formed in echo chambers are associated with lower ex post returns, more siloing of information, and more trading volume. [ABSTRACT FROM AUTHOR]

This article constitutes a 'reply and alternative' to two papers that appeared in a 2021 Special Issue of British Educational Research Journal. Both articles drew on theories of populism as a political logic to explain recent trends in England's education policy. I begin by highlighting how the contributors mobilise 'populist' political logics within their own 'anti‐populist' discourse. I then argue that the theory of epistemic communities, borrowed from the field of public policy analysis, offers an alternative interpretation of the dynamics described in (and exemplified by) the two articles. This alternative interpretation foregrounds the values, beliefs and policy enterprises of two rival communities that seek to influence education policy through the supply of expertise. I argue that attending to how these communities function helps explain how a new group of policy entrepreneurs has come to constitute an increasingly influential 'counter‐epistemic community' and established a mutually beneficial trade in legitimacy with English policy makers. To date, the theory of epistemic communities has been under‐utilised in the study of education policy, but applying the theory to education policy in England provides new insights into how these communities function when the nature of expertise is contested. England's educational policy context also exemplifies the importance of 'fit' between policy makers and experts' beliefs, and the role of policy makers in assembling and curating communities of experts. [ABSTRACT FROM AUTHOR]

The present study developed and validated a self‐regulated learning (SRL) teaching scale with a total sample of 966 preschool teachers. A pool of items was generated from literature reviews, teacher interviews, and expert reviews using Zimmerman's cyclical model of SRL. An exploratory factor analysis (N = 333) in study 1, and a confirmatory factor analysis (N = 334), discriminant, and convergent validity (N = 667) in study 2 were performed to support a six‐factor construct, including task analysis, self‐motivation beliefs, self‐control, self‐observation, self‐judgement, and self‐reaction, with a satisfactory fit. In study 3, the T‐SRL was found significantly correlated with teacher self‐efficacy, validating the scale's concurrent validity with another sample of 299 teachers. Overall, the findings collectively support the further development of the T‐SRL to assess teaching practice while emphasizing the need for more empirical research on promoting children's SRL. [ABSTRACT FROM AUTHOR]

Kierkegaard's pseudonym Johannes Climacus famously defines faith as a risky "venture" that requires "holding fast" to "objective uncertainty." Yet puzzlingly, he emphasizes that faith requires resolute conviction and certainty. Moreover, Climacus claims that all beliefs about contingent propositions about the external world "exclude doubt" and "nullify uncertainty," but also that uncertainty is "continually present" in these very same beliefs. This paper argues that these apparent contradictions can be resolved by interpreting Climacus as a belief‐credence dualist. That is, Climacus holds that beliefs and credences (i.e., degrees of belief) are two irreducibly distinct types of mental states. Beliefs are resolutions that close inquiry, thereby excluding doubt and reflecting subjective certainty by disregarding the possibility of error. Credences, by contrast, reflect assessments of evidential probabilities, thereby encoding a recognition of "objective uncertainty" by acknowledging the possibility of error. In addition to solving a vexing interpretive puzzle and showing how Kierkegaard anticipates contemporary views about the nature of belief and credence, this paper demonstrates that Kierkegaard developed a sophisticated account of the nature of belief, doubt, and certainty that merits serious philosophical consideration. [ABSTRACT FROM AUTHOR]

The definition of what is a 'protected belief' for the purpose of the Equality Act 2010 is of significant practical importance. This is because it determines whether people have the right not to be discriminated against and, correspondingly, whether others have the obligation not to discriminate. As such it determines how people can act. Despite this the statute itself offers little assistance in relation to this definition, instead preferring to leave the matter to tribunals to develop. This article looks at the way in which that definition has developed and at the practical difficulties this may give tribunals (both at first instance and on appeal) in deciding whether a particular belief falls to be protected or not. [ABSTRACT FROM AUTHOR]

This paper analyses the case of Higgs v Farmor's School, a decision of the Employment Appeal Tribunal concerning unlawful discrimination on the basis of the manifestation of protected philosophical beliefs. It discusses the relationship between human rights standards and discrimination law standards in the interpretation of direct discrimination on grounds of religion or belief. While this decision goes a long way towards providing guidance on how this interaction is to be parsed out in the context of discrimination law, it nevertheless leaves certain important questions open. Finally, the paper argues that much of the discussion of proportionality around the censorship of protected belief manifestation is misconstrued. It is commonly accepted without question that the legitimate aim pursued by censorship is the protection of the rights of others. Yet in the cases dealing with manifestation such as this, there is an extremely remote threat to rights, if one exists at all. The expression of views that some take offense to is not a human rights violation. Rather, censorship of such views is better described as aimed at the protection of morals; the enforcement of speech codes or workplace standards in order to maintain a particular ethos or atmosphere of professionalism. There is then an interesting question which arises: would the choice of justification grounded in protecting morals over the rights of others affect the intensity of the proportionality assessment? There is a plausible argument that attempts to justify infringement on the exercise of fundamental rights by reference to a desire to impose a moral code, unconnected to the rights of others, would attach more intensive scrutiny. If this is true, it is incumbent upon courts not to accept at face value that employment speech codes are necessary to protect the rights of others, certainly not without more searching analysis of which rights in particular are claimed to be infringed by a failure to mandate speech. This is of particular salience given that courts have repeatedly stressed that the right to freedom of expression includes the right to say things that are offensive, shocking or even disturbing. [ABSTRACT FROM AUTHOR]

We are living in a time of earth systems breakdown. Humankind and other life on our planet are on the brink, most likely the brink of collapse in some form. The task before us as educators is great since this is a time of multiple and complex crises. However, humanity seems paralysed, unable to face the immensity and urgency of the combined challenges before us. At its heart, this paper considers Simone Weil's proposals regarding rootlessness in light of the present global crises and seeks to address her assertion that education is part of the problem. A religious education which can be concerned not only with matters of the world, but with human connectedness in and to the world is sought. It is proposed that an approach to teaching drawn from Weil, might be able to bring something restorative to education in the public sphere for these times. A practical example of this is included in the closing section. This is one which brings children to attend to, and discern from, what it is to live a religious way of life conceptualised in relation to existence and not only as belief and practice, raising questions for future research consideration. [ABSTRACT FROM AUTHOR]

In the face of challenging circumstances, many teachers turn to spirituality for sustenance and strength. Yet spirituality's place in education and in educators' lives has long been a matter of confusion and contention, not least because of the ambiguity of the term in its common usage. What is its relationship to religion? And what defines it? In this article, I submit that the later work of Michel Foucault offers a helpful approach to spirituality that displaces those questions—drawing attention away from beliefs and/or attitudes professed, and towards the process of practical self-transformation that subjects undertake for the sake of a truth that is actualised in the body. To be spiritual in this sense is more a matter of what one does than what one believes or who one is. To offer a sense of why it matters in the lives of educators, I draw on the experiences of a San Diego high school teacher confronting interlocking personal, professional, and political challenges as a detailed example. [ABSTRACT FROM AUTHOR]

Whilst teaching about the nature of science (NOS) is a significant goal of science education, there remains debate about specifying the NOS and appropriate pedagogies and approaches to researching the NOS. A neglected, but conceptually and practically significant, problem is the proliferation of NOS-related learning goals such as NOS beliefs, views, understandings and knowledge. In this theoretical paper, we argue that such goals are often poorly defined, and different goals cohere with different pedagogical and research strategies. We propose a novel three-part taxonomy of NOS learning goals (as NOS beliefs, knowledge and understandings) and contend that different approaches are appropriate for teaching and assessing NOS beliefs, views and knowledge. An NOS belief refers to a positive attitudinal stance towards some proposition that lacks justificatory support or cannot easily be judged true or false. NOS knowledge indicates justified true beliefs related to the NOS. NOS understanding denotes a grasping of how a collection of NOS knowledge is related. The goals vary by the extent to which they can be judged true or false and the degree of justification they require. For NOS beliefs, a range of stances is acceptable; NOS knowledge must be a true and justified belief; in the case of NOS understanding, teaching and assessment should focus on the appreciation of relationships between justified true beliefs. The novel taxonomy brings needed clarity to a confused aspect of NOS research and may lead to the development of NOS pedagogies and assessment tools more precisely targeted to well-defined learning goals. [ABSTRACT FROM AUTHOR]

In today's marketplace, consumers encounter a multitude of advertisements incorporating emojis. This research undertook two complementary studies to assess how individuals appraise emotional versus functional advertisements containing emojis, examining outcomes like processing fluency, claim believability, attitude toward the ad, and purchase intention. Study 1 employed a factorial design, resulting in four experimental conditions: emotional ads without emojis, functional ads without emojis, emotional ads with emojis, and functional ads with emojis. Study 2 delved deeper, offering a qualitative exploration of consumer perceptions and sentiments concerning emojis in advertising contexts. Grounded in the Emotion as social information theory, results indicated that within the sports drink advertising domain, emotional advertising without emojis led to enhanced ad and brand attitudes, purchase intentions, claim believability, and information processing when contrasted with conditions incorporating emojis. [ABSTRACT FROM AUTHOR]

Growth mindset has received more focus in schools in the past fifteen years as a possible way to improve various educational outcomes. There are important possible benefits if students believe in the malleability of intelligence and the potential to improve in ability and various human qualities. Students with growth mindsets set self-improvement as achievement goals, use all of their resources, seek feedback, attribute failure to something that is under their control, and work harder when faced with setbacks. For mathematics, these beliefs and outcomes of a growth mindset are especially important as students may view mathematics as too difficult and a barrier or detterent to a possible career. The notion that only some students can do well in mathematics is important to counter. The purpose of this article to review the research on growth mindset in high school mathematics education since 2007. Directions for future research are discussed including the importance of teachers in growth mindset interventions and students developing growth mindsets through having successful mathematics learning experiences. [ABSTRACT FROM AUTHOR]

The article focuses on Eric Marcus's argument that beliefs, including unconscious ones, inherently involve self-consciousness. Topics include the empirical and clinical plausibility of unconscious self-knowledge, the nature of belief assertion and honesty, and the challenges posed by unconscious beliefs to Marcus's claims.

The article focuses on Eric Marcus's analysis and response to puzzles concerning belief and inference in his book "Belief, Inference, and the Self-Conscious Mind" (BISCM). Topics include an explanation of non-evidential doxastic self-knowledge, the unintelligibility of Moore-Paradoxical statements, and the unity of the rational mind.